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Abstract
This article considers the role Paedagogica Historica has played in stimulating new approaches in the history of education within the international community since the emergence of the new series in 1900. Particular focus is placed on the volumes published in the wake of ISCHE (International Standing Conference in the History of Education) conferences and the special issues, which the editors began to promote in 1990 as a way of highlighting innovative scholarship in the field. The article considers a total of 55 issues. In addition to a presentation of the diversity of topics addressed, the article assesses the following: editorial strategies to reach a broader public and connect with specialised networks internationally; efforts to achieve international ranking for the journal; the ways individual scholars or national communities showcase certain approaches or themes in the history of education. Finally, the article will consider the limits to the journal’s efforts to establish trends in our contemporary digital age.
Acknowledgements
The author would like to acknowledge the very helpful advice and suggestions of advice and suggestions of Jeroen Dekker, Frank Simon, and Pierre Caspard, as well as a number of the editors of special issues.
Notes
1 Karel De Clerck, “Editorial,” Paedagogica Historica 26, no. 1 (1990): 5–6.
2 Marc Depaepe and Frank Simon, “Paedagogica Historica: Lever or Mirror in the Making of the History of Education?” Paedagogica Historica 32, no. 2 (1996): 421–50. Marc Depaepe and Frank Simon, “Paedagogica Historica: Véhicule de l’internationalisation de l’histoire de l’éducation (1996–2004)?” Annali di storia dell’educazione e delle istituzioni scolastiche 12 (2005): 345–61.
3 For a succinct presentation of my positioning, see Rebecca Rogers, “The Politics of Writing the History of French Girls’ Education,” History of Education Researcher 80 (2007): 136–44.
4 I’m thinking, for example, of trends described as the linguistic turn, the rise of the “new” cultural history, or the Annales’ “critical turn.”
5 In the same years, the British journal History of Education has frequently produced special issues while the French journal Histoire de l’éducation edited twenty-seven special issues. This shows a similar commitment to orienting research in a specific direction; the History of Education Quarterly, however, has no such editorial policy, only exceptionally producing a special issue.
6 “Introduction,” Paedagogica Historica 26, no. 2 (1990): 7.
7 The authors of the five main articles in this issue were Roy Lowe, Agustin Escolano, Heinz-Elmar Tenorth, Theresa Richardson, Sol Cohen, and Depaepe and Simon. A review article by Barbara Finkelstein on five American books on childhood, adolescence and youth rounded off this issue.
8 The first conference of the ESSHC was held in Noordwijkerhout, The Netherlands, in 1996.
9 EERA was founded in June 1994 in an effort “to foster the exchange of ideas amongst European researchers, promote collaboration in research, improve research quality and offer independent advice on educational research to European policy-makers, administrators and practitioners,” see http://www.eera-ecer.de/about/ (Accessed May 24, 2014).
10 Bart Hellinckx, Frank Simon, and Marc Depaepe, The Forgotten Contribution of the Teaching Sisters: A Historiographical Essay on the Educational Work of Catholic Women Religious in the 19th and 20th Centuries, Studia Paedagogica 44 (Leuven University Press, 2009).
11 Articles about scholarship in Latin American countries appear in other issues, as well, notably in the ISCHE volumes following the meeting in São Paolo (Paedagogica Historica, 2005) – five of the 15 articles addressed topics on Brazil, Argentina, or Mexico – and in Mexico (Paedagogica Historica, 2013) – five of the eight articles addressed topics on those three countries.
12 For a quantitative analysis of Paedagogica Historica in terms of its international mission, see Depaepe and Simon, “Paedagogica Historica: Véhicule de l’internationalisation.”
13 Depaepe and Simon’s tables in 2004 reveal, however, that the number of Latin American subscribers was very low, a tendency which has not significantly improved since then due to the movement toward electronic consultations of the journal.
14 Martha Cecilia Herrera, “Political Culture, School Texts and Latin American Societies: Introduction,” Paedagogica Historica 43, no. 5 (2007): 630.
15 Gabriela Ossenbach and María del Mar del Pozo Andrés, “Postcolonial Models, Cultural Transfers and Transnational Perspectives in Latin America: A Research Agenda,” Paedagogica Historica 47, no. 5 (2011): 583.
16 The preceding year, in 2010, Histoire de l’éducation 128 published a special issue on education and empire that also drew attention to the importance of British postcolonial approaches while focusing on the French empire: “L’enseignement dans l’Empire colonial français (XIXe–XXe siècles),” ed. Pascale Barthélémy, Emmanuelle Picard, and Rebecca Rogers. No reference, however, was made to the Paedagogica Historica issue. Given the publication date, this suggests the impact of an historical “air du temps” in Europe that prompted numerous conferences and publications on the subject.
17 Both articles are in Paedagogica Historica 49, no. 1 (2013): Lucianao Mendes de Faria Filho and Marcilaine Soares Inácio, “Civilize the People, Build the Nation: Scientific and Literary Association and Education in Minas Gerais (Brazil) at the beginning of the Brazilian Empire,” 82–9; Cynthia Greive Veiga, “Schooling, Organisation of the Constitutional Monarchy and the Education of Citizens (Brazil, 1822–1889),” 34–42.
18 Marc Depaepe and Frank Simon, “Is there any Place for the History of ‘Education’ in the ‘History of Education’? A Plea for the History of Everyday Educational Reality in- and outside Schools,” Paedagogica Historica 31, no. 1 (1995): 13, 10.
19 Contrary to what one might imagine, “everyday reality” was less focused on the material culture of the schoolroom but rather on student-teacher interrelations through the study of student works, debates about pedagogical methods, examination systems as well as school magazines.
20 Gert Schubring, “Researching into the History of Teaching and Learning Mathematics: The State of the Art,” Paedagogica Historica 42, nos. 4–5 (2006): 665–77.
21 Scholarship on mathematics education, like that on other sciences, is often being conducted in history of science circles, rather than the history of education. In France, see the habilitation thesis of Renaud d’Enfert, “Pour une histoire ‘par en bas’ de l’enseignement des sciences (XIXe–XXe siècles). Le cas des mathématiques,” (Université Paris Sud-Orsay, 2012).
22 Eckhardt Fuchs, “All the World into the School: World’s Fairs and the Emergence of the School Museum in the 19th Century,” in Martin Lawn, ed., Modelling the Future: Exhibitions and the Materiality of Education (Oxford: Symposium Press, 2009), 51–72.
23 See Catherine Burke, “Introduction: Containing the School Child: Architectures and Pedagogies,” Paedagogica Historica 41, nos. 4–5 (2005), 489–94.
24 Georges Vigarello, Le corps redressé: Histoire d’un pouvoir pédagogique (Paris: J.P. Delarge, 1979). The British journal History of Education has showcased these approaches for years now, often with the same authors, see HE 30, no. 2 (2001), “Ways of Seeing in Education and Schooling: Emerging Historiographies;” HE 36, no. 2 “The Body of the Schoolchild,” ed. C. Burke. In France, see an upcoming edited volume that addresses some of these issues: Marguerite Figeac-Monthus and Jean-François Condette, ed., Sur les traces du passé de l’éducation (Bordeaux: Maison des sciences de l’homme d’Acquitaine, 2014).
25 Sol Cohen and Marc Depaepe, Paedagogica Historica 32, no. 2 (1996): 302.
26 An interest in forms of political mobilisation within education was also apparent in Marvin Gettelman’s issue on Left Education (1999/1).
27 Currently the ISCHE web site indicates only one functioning SWG: that on gender. In 2012, the SWG Educational Media in Comparative Perspective, convened by Eckhardt Fuchs, Ian Grosvenor, and Daniel Lindmark, ended. In 2009 the SWG Comparative Lexicography in Theory and History of Education, convened by Luciana Bellatalla completed its work. Two other SWGs stopped meeting in 2007: Teachers Unions (RESEAU) and Cross Cultural Influences in History of Education.
28 Paedegogica Historica 12, no. 1 (1972): 26. Perhaps not coincidentally Simon Fraser travelled a great deal himself; he grew up in China, was educated in Australia, Britain and the United States, and founded the School of Education at La Trobe University in 1996.
29 It is interesting to note that the English translation which appeared on the journal cover, “The transformation of learning,” was in reality less conceptual than the more literal translation “knowledge transfer”.
30 The reference here is to Michel de Certeau, “Reading as Poaching,” in The Practice of Everyday Life (Berkeley, CA: University of California Press), 165–76.
31 “Congregações femininas e difusão de um modelo escolar: Uma história transnacional,” Pro-Posições 25, no. 1 Campinas Jan./Apr. 2014, 55–74.
32 Following the ISCHE conference in Paris in 2002, Pierre Caspard asked me to edit an issue on girls’ education from the papers at the conference; see Rebecca Rogers and Mineke Van Essen, “Les enseignantes: Formations, identités, représentations (XIXe–XXe siècles),” Histoire de l’éducation 98 (May 2003). A network 17 EERA conference provided an opportunity to present first drafts of the following book: James C. Albisetti, Joyce Goodman, and Rebecca Rogers, eds., Girls’ Secondary Education in the Western World: From the 18th to the 20th Century (New York: Palgrave Macmillan, 2010).